INSTRUCTIONAL FOCUS DOCUMENT Grade 3 Social Studies

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1 UNIT OVERVIEW This unit bundles student expectations that address physical characteristics of communities, including the local community. Students learn about climate, landforms, natural resources, and natural hazards in environments such as deserts, mountains, wetlands, and plains. Prior to this unit, in Unit 01, students looked at the local community while developing map skills. In Grade 2, students learned about weather and seasonal patterns, natural resources, and natural hazards. During this unit students look again at climate and other related concepts, applying them to the local community and to other communities as they compare the local community s physical characteristics. page 1 of 15

2 PERFORMANCE ASSESSMENT(S) OVERARCHING CONCEPTS UNIT CONCEPTS UNIT UNDERSTANDINGS Grade 03 Social Studies Unit 03 PA 01 Click on the PA title to view related rubric. Compare physical characteristics of two places using a Venn diagram. Create and perform a poem for two voices that explains the similarities and differences shown on the Venn diagram. Standard(s): 3.4A, 3.4B, 3.17A, 3.17B, 3.18A, 3.18B ELPS.c.1C, ELPS.c.3D Physical Characteristics Climate Landforms Natural Resources Natural Hazards Different regions have different physical characteristics. Grade 03 Social Studies Unit 03 PA 02 Click on the PA title to view related rubric. Sketch a map showing the physical characteristics of the local community. In call-out boxes, explain how the physical characteristics of the local community (climate, landforms, natural resources, natural hazards) affect the lives of people in the area, causing them to adapt to the physical environment Standard(s): 3.4A, 3.4B, 3.5C, 3.5D, 3.17C, 3.17E ELPS.c.3B, ELPS.c.5B Adaptation Physical characteristics of a place cause people to adapt to the physical environment. MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS None identified page 2 of 15

3 UNIT VOCABULARY Physical characteristics of places features that result from climatic and tectonic processes. These include soil, landforms, bodies of water, types of vegetation, and climate. Physical processes processes that create, maintain, and modify Earth s physical features and environments. Continental drift, plate tectonics, erosion, and tornadoes are physical processes. Changes in landforms, weather, climate, vegetation, and soils occur over long periods of time. Floods and earthquakes are physical processes that have an immediate and powerful impact on the environment. Physical environment the combination of a place's physical characteristics; everything in and on Earth's surface and its atmosphere within which organisms, communities, or objects exist (deserts, mountains, wetlands, plains) Social Studies Grade 3 Unit 03: Physical Characteristics of Communities UNIT ASSESSMENT ITEMS TEKS UNIT LEVEL SPECIFICITY Legend: Bold black text in italics: Knowledge and Skills Statement (TEKS) Bold black text: Student Expectation (TEKS) Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) Legend: Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA) 3.1 History. The student understands how individuals, page 3 of 15

4 events, and ideas have influenced the history of various communities. The student is expected to: 3.1A describe how individuals, events, and ideas have changed communities, past and present. Describe HOW INDIVIDUALS, EVENTS, AND IDEAS HAVE CHANGED COMMUNITIES, PAST AND PRESENT Events have changed communities Natural disasters floods, hurricanes, tornadoes, fires, and earthquakes 3.1C describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities. Describe HOW INDIVIDUALS HAVE CONTRIBUTED TO THE EXPANSION/CREATION OF COMMUNITIES Christopher Columbus Born in Genoa, Italy, Christopher Columbus was a navigator and explorer who planned and led the voyage which landed in the West Indies in Columbus believed that, because the world was round and because long-distance navigation was technically possible, sailors should be able to head west to arrive in the East. Trade with the East was highly prized; spices and other commodities brought profit to merchants involved in overland trade. An ocean route could increase profit. King Ferdinand and Queen Isabella of Spain partially funded the expedition at Columbus' request. Earlier attempts made by Columbus to secure Portuguese funding for voyages to chart new routes to the Far East failed, but in 1492, with Spanish support, he set sail with three ships. When he touched land after a 37-day voyage, debarking on present-day San Salvador on October 12, 1492, he believed he had page 4 of 15

5 reached the East Indies. He led three more voyages to the New World searching for gold and other treasures prior to his death in He established the first permanent colony in Cuba during his second voyage in 1493, deposited more settlers near Venezuela in 1494, and completed his fourth voyage in Though Columbus never made the financial gains he envisioned, European nations realized the potential of the new continent as a source of riches and agricultural commodities and competed for colonization rights. The significance of Columbus' discovery is remembered every Columbus Day, a federal holiday on the second Monday of October. (TEA Social Studies Center Biographies, 2000) Christopher Columbus contributions to the expansion/creation of communities: He was part of the process leading to Spanish colonization, contributing to the establishment of new communities based on Spanish culture. 3.4 Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to: 3.4A describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards Describe, Explain VARIATION IN PHYSICAL ENVIRONMENT Climate is a pattern of weather at a particular place over a period of years. Those who study climate consider the averages and extremes of temperature, wind velocity, precipitation, and other weather elements to determine patterns. Factors which influence the climate of a place include distance from the equator (latitude), proximity to large bodies of water and the nature of the body of water (cold ocean currents versus warm ocean currents), location on a continent (continentality), and elevation. Examples of components of climate that affect the physical environment include patterns page 5 of 15

6 of air pressure, solar radiation, prevailing winds, temperature (regional trends) Landforms are features on Earth's surface which include plains, mountains, deserts, hills, and canyons. The shape of landforms (tall and jagged, flat with steep sides, etc.), the nature of the landforms (easy to live on, difficult to live on, etc.), and the processes that continue to affect the landforms (erosion and deposition) are important factors to consider in studying the interaction of these physical characteristics with humans. Examples of components of landforms that affect the physical environment include elevation (hills or mountains), coastal plains, glaciers Natural resources are any physical material that constitutes part of Earth, and which people need and value. There are three basic natural resources: air, land, and water, but anything that humans consider valuable qualifies as a resource. Natural resources can be categorized as: renewable -- they replenish themselves (e.g., plants, animals), nonrenewable -- only used once (e.g., fossil fuels), or flow -- must be used as, when, and where they are (e.g., wind, water, sunlight). A resource as a thing of value is a cultural concept; the value attached to any given resource varies from culture to culture, from time to time. The value of a resource depends upon human needs and the technology available to extract and use it. Crude oil was once perceived as a worthless nuisance until technology allowed it to be refined to a form used in lamps. Whale oil, thus, was no longer valued as a resource. The location of resources influences the distribution of people and their activities on Earth. People live where they can earn a living. Human migration and settlement are linked to the availability of resources ranging from fertile soils and supplies of fresh water to deposits of metals or pools of natural gas. The demand for resources increases with population and helps to drive national and international patterns of trade. Examples of natural resources that affect the physical environment include vegetation, minerals, water, wind Natural hazard is a process or event in the physical environment, not caused by humans and not predictable, but which can destroy human life and property. Natural hazards include hurricanes, earthquakes, tornadoes, volcanoes, fires, floods, and insect infestations. Examples of natural hazard that affect the physical environment include earthquakes, page 6 of 15

7 hurricanes, volcanic eruptions 3.4B identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains Identify, Compare HOW PEOPLE ADAPT TO OR MODIFY THE PHYSICAL ENVIRONMENT Physical environments Deserts Mountains Wetlands Plains Adapt to or modify the environment Deserts Examples of how people adapt to a desert environment include varying their type of clothing, type of shelter such as caves, and the types of foods they eat. They may adapt in other ways as well, for example, using more solar power, rather than fossil fuels. Examples of how people modify the desert environment include drilling wells for water, irrigating for crops and landscaping, planting non-native species in landscapes, using air conditioning Mountains Examples of how people adapt to a mountain environment include varying their type of clothing, type of shelter, and the types of foods they eat. They may adjust their calendars to accomplish different goals according to the weather. Examples of how people modify the mountain environment include extracting natural resources, building hydro-electro power projects, adjusting economic activities to make use of natural resources, such as through mining and logging page 7 of 15

8 Wetlands Examples of how people adapt to a wetlands environment include recognizing the natural climate cycles that include floods, choosing clothing, food, and shelter that are readily available Examples of how people modify the wetlands environment include draining the wetlands for crops and development Plains Examples of how people adapt to a plains environment include varying their type of clothing, type of shelter, and the types of foods they eat according to what is locally available, becoming used to the constant winds Examples of how people modify the plains environment include introducing nonnative crops and domestic animals, irrigating, and developing open areas, developing wind power Physical environment the combination of a place's physical characteristics. Everything in and on Earth's surface and its atmosphere within which organisms, communities, or objects exist is the environment in which they live. (deserts, mountains, wetlands, plains) Adapt to make suitable or fit for a particular situation. People change their activities to match the physical environment. Modify to change or make different. People change the environment to meet their needs. 3.4C describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape Describe EFFECTS OF PHYSICAL PROCESSES ON THE LANDSCAPE page 8 of 15

9 Volcanoes many mountains and islands have been created because of volcanic eruptions. Hurricanes erosion affects islands and coastal regions. Forests are leveled to the ground and salt water intrusiveness destroys much of the fresh water living things, particularly in the wetlands. Earthquakes fault valleys and troughs might be created. Streams may change their course. Physical processes changes in landforms, weather, climate, vegetation, and soils. These usually occur over long periods of time and their impact on the landscape is often barely obvious to humans because they usually take a long time. The continental drift or plate tectonics is a physical process. Other physical processes have an immediate and powerful impact on the environment as in the case of floods or earthquakes. Landscape the scenery of a place including the physical characteristics, as well as the human characteristics 3.5 Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: 3.5A use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community Use CARDINAL AND INTERMEDIATE DIRECTIONS TO LOCATE PLACES ON MAP AND GLOBES Four Cardinal Directions north, south, east, and west are the cardinal directions because these are the primary points on the compass. Intermediate Directions Intermediate directions are the directions mid way between the cardinal points on a compass. Intermediate directions are southwest, southeast, northwest, page 9 of 15

10 and northeast. Places to be located in relation to the local community: Rocky Mountains Mississippi River Austin, Texas 3.5B use a scale to determine the distance between places on maps and globes Use MAP SCALE TO DETERMINE DISTANCE BETWEEN PLACES Scale an indication of the relationship between the distances on a map, chart, or plan and the corresponding actual distances. Examples include: "1 inch equals 1 mile" or "1:25" or a line marked at intervals equal to 1 mile, 5 miles, etc. Scale can also mean the size of an area being studied. For example, a small-scale study looks at conditions in one place, whereas a largescale study looks at conditions in an entire nation. Relationships observed at one scale may not be true at another scale. Distance between the local community and the Rocky Mountains, Mississippi River, Austin, Washington, D.C., Gulf of Mexico, Pacific Ocean, Atlantic Ocean 3.5C identify and use the compass rose, grid system, and symbols to locate places on maps and globes Identify, Use MAP ELEMENTS TO LOCATE PLACES ON A MAP AND/OR GLOBE Compass rose a circle or similar design that includes graduated degrees or quarter points page 10 of 15

11 (intermediate directions), printed on a chart or map for reference. The compass rose usually shows both magnetic and true directions. A compass rose shows the orientation of a map on Earth. Geographers use a compass rose or the north arrow when drawing their own maps. Grid system a network of horizontal and vertical lines used to locate points on a map or a chart by means of coordinates. The grid system often used on state highway maps consists of columns and rows labeled with letters and numbers. A place identified as G25 in the index is found at the intersection of "column" G and "row" 25 (or vice versa). Latitude and longitude also form divisions in a grid system. Map symbols symbols may be simple drawings, letters, and shortened words, colored shapes which save space and make it easier to read a map. Usually included in the map s legend. 3.5D create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system. Create, Interpret MAPS OF PLACES AND REGIONS Create maps of places and regions containing a title, compass rose, legend, scale and grid system Examples of maps of places to be created: local community, regions of Texas, regions of the U.S. Interpret maps of places and regions containing a title, compass rose, legend, scale, and grid system Examples of maps of places to be interpreted: local community, Texas, U.S. Include map elements Title Compass rose (orientation) Legend an explanatory list of the symbols appearing on a chart or map is a legend. page 11 of 15

12 Sometimes, this is called a key because it is key to understanding what a map is saying. Scale Grid system 3.17 Social studies skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 3.17A research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources. Research INFORMATION ABOUT THE COMMUNITY AND WORLD USING A VARIETY OF SOURCES Print sources (e.g., newspapers, books, and periodicals) Oral sources (e.g.,conversations, interviews) Visual sources (e.g., maps, pictures, photographs, charts and graphs, film documentaries, and news reports) Internet sources (e.g., internet searches, databases) 3.17B sequence and categorize information Sequence, Categorize INFORMATION 3.17C interpret oral, visual, and print material by identifying the main idea, distinguishing between Interpret page 12 of 15

13 fact and opinion, identifying cause and effect, and comparing and contrasting ORAL, VISUAL, AND PRINT MATERIAL Identify main idea Identify cause and effect Compare and contrast Distinguish between fact and opinion 3.17E interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps Interpret, Create VISUALS Graphs Charts Tables Timelines Illustrations Maps 3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 3.18A express ideas orally based on knowledge and experiences Express page 13 of 15

14 IDEAS ORALLY BASED ON KNOWLEDGE AND EXPERIENCES 3.18B use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas Use TECHNOLOGY Create Technology Examples: Word, Powerpoint, online databases, search engines, web pages WRITTEN AND VISUAL MATERIAL TO EXPRESS IDEAS Written Material Stories Poems Graphic organizers Visual Material Pictures Maps Graphic organizers page 14 of 15

15 ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. Choose appropriate ELPS to support instruction. page 15 of 15